Course Coordinator and Team:                   SES Faculty

Email of course coordinator:                       pcbabed@aud.ac.in 

Pre-requisites:                                               No

Course Description:

The purpose of the course is to introduce prospective teachers to basic concepts in education, such as teaching, learning, schooling, indoctrination, philosophy of education as a domain of inquiry, and introduce educational thought through the philosophical/educational writings of key thinkers in Indian and Western context. The course attempts to enable students to contextualise and locate educational aims within the broad philosophical discourses and also identify how philosophical issues inform educational choices and action inside the classroom. 

Course Objectives:

• To encourage students to explore different perspectives on the nature of knowledge, the nature of human beings, the nature of society and its aims and the educational implications of these understandings. 
• To engage the prospective teachers to read and acquaint themselves with the meaning of terms like schooling, education, indoctrination or mis-education (Vidya, Avidya, Shiksha, etc.). and to facilitate them to critically understand and differentiate them through reflections on these terms from multiple perspectives 
• To facilitate prospective teachers to engage themselves in peer groups for sharing of their real-life reflective experiences regarding socio-cultural and philosophical living and facilitate them to conceptualize the meaning of terms like philosophical, social and cultural traditions in Indian educational context. 
• To orient and engage prospective teachers to read, observe and engage with writings and educational vision of some of the seminal thinkers and educators in the Indian and global context, and reflect on the contemporary relevance of their visions and aims of education.

Course Outcomes:

• Identify and discuss key concepts in education from different schools of thought in Philosophy of Education.
• Develop a broader understanding and appreciation of nature of knowledge, reality, ethics and aesthetics in context of schooling and education
• Demonstrate familiarity and holistic understanding of educational thought through engagement with key writings in Indian and global context 
• Demonstrate engagement with key debates and emergent discourse on value education
• Demonstrate critical thinking and skill of academic writing.

Brief description of the modules:

Module 1: Education and Philosophy

The focus of this module is on introducing students to the domain of philosophy and basic concepts in education, such as teaching, learning, schooling, indoctrination, and begin discussion on nature and aims of education in different philosophical traditions.

Module 2: Schools of Thought and Philosophy of Education

The second module will build on the first one by contextualizing and locating educational aims within the broad philosophical discourses; enabling students to identify how philosophical issues inform educational choices and action inside the classroom.

Module 3:  Educational Thinkers

Through this module, students will be introduced to aims, processes and educational institutions developed on thoughts of select thinkers and practitioners.

Module 4: Philosophy, Value and Education

This module aims to enable students to develop a holistic understanding of ethical issues in organization of learning experiences and schooling. 

Assessment Plan

Assessment	Weightage
Assignment 1: Group In-Class presentations on educational thinkers	20%
Assignment 2: In-class quizzes / short response note on key educational concepts	40%
Assignment 3: Term paper on comparative study of educational aims and ideas articulated in key thinker’s works across different schools of thought	40%

Readings:

• Gutek, G. (2009). New Perspectives on Philosophy and Education, chapter 1, pp. 3-17. [for areas of philosophy and educational implications]. Pearson.
• Rao, P.N. (1971). Essays in Indian Philosophy and Religion. ‘Indian Philosophy: A Preliminary Approach’, pp.14-21; ‘The spirit and substance of Indian Philosophy’, pp. 22-31. Lalvani Publishers.
• Winch, C. and Gingell, J. (2004). Key Concepts in the Philosophy of Education. Routledge. [aims of education (pp. 10-17); education (70-74), indoctrination (113-115), learning (132-134); schools and schooling (212-214); teaching-in relation to learning (231-234), 
• Badrinath, C. (1993).  Dharma, India and the World Order. ‘Sense and nonsense about the ‘guru’ concept’, pp. 44-48. Saint Andrew Press.
• Jacobsen, D.A. (1999). Philosophy in Classroom Teaching. Prentice Hall. Chapter 1, Unit 1-Philosophy and educational ideologies, pp. 3-26. [for Western Schools of Thought]
• Mohanty, J. N. (2021). Classical Indian Philosophy. Dev Publishers. Select extracts from Chapter 3, ‘The Categories - Samkhya, Buddhism and Vedanta’ (pp. 51-58); and Chapter 5, pp.74-79, pp. 90-92; ‘The classical darsanas’ pp.153-158. 
• Perrett, R.W. (2016). An introduction to Indian Philosophy. ‘Introduction’. Cambridge University Press. pp. 8-12
• Krishnamurti, J. (1953). Education and the Significance of Life. New York, Harper Collins. 
• Nodding, N. (2012). Philosophy of Education. Westview Press. Chapter 1, ‘Philosophy of Education before the Twentieth Century’ pp.13-21.  
• Martin, J. R. (2001). ‘Maria Montessori’. In J. A. Palmer (ed.) Fifty Major Thinkers on Education, pp. 224-228. Routledge 
• Dewey, J. (2006). ‘My Pedagogic Creed’. In Provenzo Jr., E.F. (ed.) Critical Issues in Education, pp.22-30. Sage. https://www.britannica.com/biography/Madan-Mohan-Malaviya
• Devi, P. (2001). ‘M.K.Gandhi’. In J. A. Palmer (ed.) Fifty Major Thinkers on Education, pp. 239-244. Routledge.
• Dutta, K. and Robinson, A. (2001). ‘Rabindranth Tagore’. In J. A. Palmer (ed.) Fifty Major Thinkers on Education, pp. 209-214. Routledge. 
• Apple, M., Gandin, L.A, Hypolito, A.M. (2001). ‘Paulo Friere’. In J.A. Palmer (ed.). Fifty Modern Thinkers in Education, pp. 128-132. Routledge.
• Miri, M. (2014). Philosophy and Education. Oxford Academic Online Edition. 'Philosophy, Value, and Education' (1-24), and  ‘Morality and Moral Training’ (94-118). https://doi.org/10.1093/acprof:oso/9780199452767.003.0001
• Pring, R. (2001). Education as a Moral Practice. Journal of Moral Practice, 30(2) , 102-112.  https://bharatamataram.wordpress.com/2012/10/19/convocation-speech-during-vedic-period/
• Sharma, K. (2022). Shikshavalli of the Taittiriya Upanishad.  http://srisaradamath.org/publication/samvit/202209.pdf